Dr. Pat Shane told me in the mid-2000s as an NCSLA fellow that exemplary science leaders never hold onto to leadership for only themselves. Instead, great science leaders find ways to generate and/or distribute experiences for reluctant or emerging leaders; providing them guided opportunities to strengthen leadership and become independent and confident leaders. I have held that advice close to heart then and today as I work as a science leader.

• Why did you join NSELA and what are you most looking forward to as a member?

I joined NSELA having been a member of NCSLA and an NCSLA fellow. I particularly enjoy being part of a greater network of like-minded science education leaders.

• What advice do you have for those pursuing science leadership?

Find novel opportunities to grow your knowledges, skills, and dispositions in science leadership. In those spaces, identify and recruit mentors to ensure your success and cultivate those relationships so you can call upon your mentors when you need them.

• How do your hobbies outside of science leadership contribute to your professional life?

In lieu of hobbies, I spend any free time with my family and my dogs. I find that “down time” invaluable to recharge and reengage with the hard work of being an advocate.

• Fill in the blank. I couldn’t be successful in science leadership without ____. Why?

Mentors. Mentors are the linchpin for successful endeavor to recruit and retain individuals so they may nurture their knowledge for and skills in leadership.

• How do you get to know your colleagues/students and build relationships with them? What questions do you ask or what actions do you take?

Time and transparency are two strategies in how I build relationships and engender trust with teams I am leading. I make sure the work is clearly stated and readily available with multiple opportunities for input and refereeing the process from the group.

• What are you reading for enjoyment?

My sister just sent me Buddha's Brain by Rick Hanson to better cultivate a calm mind through meditation and mindfulness.

• Can you describe your current leadership role in your district?

At Texas Tech University, in addition to serving as an associate professor of STEM education, I am the program director for both an academic and leadership program. I have also served as the associate department chair of Curriculum & Instruction since 2022 and as associate director in the Center for Innovative Research in Change, Leadership, and Education (CIRCLE).

• Tell me about your background in science education before your current role (teaching, degrees, etc.)

I received my B.S. in Biology and M.A.T. in Secondary Science Education from the University of North Carolina at Chapel Hill and taught nine years with the Chapel Hill/Carrboro City Schools. After serving as a Congressional Albert Einstein Distinguished Educator Fellow in Washington D.C., I worked as a graduate research assistant at the Friday Institute for Educational Innovation at North Carolina State University. Upon graduating with my doctorate in science education, I moved to Lubbock, Texas, as a research professor in the department of Curriculum & Instruction.

• What has been a success of your leadership in your district that you are proud of? What are you most proud of?

I am most proud of being the founding director of the Education Policy Fellowship Program for the state of Texas. Over five years, we have served 68 education leaders in developing and refining their policy knowledge, advocacy-focused leadership, and networks to make tangible impacts in their professional contexts and communities.

• What has been a challenge for you as a leader?

Collaborating with individuals who are obstinately resistant to necessary and agreed upon changes.

• In addition to your leadership role in your district, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)

I have 125 presentations and 75 publications in both practitioner and research venues; these include but are not limited to the National Science Teaching Association (NSTA), the Association for Science Teaching Associate (ASTE), National Association for Research in Science Teaching (NARST), the International Journal of Science Education (IJSE), and School Science in Mathematics (SSM). I was/am on the editorial boards for the Journal of Research in Science Teaching (JRST) and IJSE. In 2024, I began my term as an associate editor for the Journal of Science Teacher Education (JSTE).

• Who are some of the leaders in education who have inspired you and how have they inspired you?

I am inspired by leaders who lead by example, taking on the hard work and make the hard decisions to ensure success for the greater good. They also are willing to mentor individuals who are unaware of the great leader that lies within them. For me, some examples of those mentors are Dr. Pat Shane, Dr. Gail Jones, and Dr. Darlene Ryan.

• As a lifelong learner, what are you most interested in learning more about?

I love learning languages, so I am planning to learn American Sign Language this year.

• What advice do you have for science educators who want to step into leadership roles?

Get involved in the work and get to know and support the individuals who are leading in that work. By taking this type of initiative, it becomes evident your interests and investments in the organization and its efforts. Leadership would, then, be the next logical step as leaders take notice and encourage you to take on new or expanded roles.

• What do you do for personal enjoyment outside of your professional life (family, hobbies, travel, anything you want to share!)

Since I conduct research on virtual, augmented, and mixed realities, I enjoy playing video games on my PlayStation 5 and PSVR.

Stephanie Brushway - Denver Public Schools

Stephanie, from the moment she stepped into a district-level leadership role a few years ago, has tirelessly worked to use her position to influence changes in how students in our large, urban district experience classroom science. Ms. Brushway is committed to increasing instructional minutes in science, especially in K-8 grades (Denver is not unique in our struggle to compete for adequate science instructional minutes at the elementary and middle-school levels). Prior to joining central-office administration in Denver as a Science Curriculum & Instructional Specialist, Stephanie was a teacher leader, teaching middle-school science and driving reform ideas from within her department. Her successes as a teacher leader informed her practice within a new district-leadership role.

To help convince school leaders to increase instructional minutes for science at their schools, Stephanie thought it would be powerful if they could, from one location, see how their schools compared with others. She wanted leaders to be able to compare metrics like school size, student demographics, comprehensive schedule (minutes per content per day), science curriculum use, and state assessment performance. Her idea was that if school leaders or members of instructional leadership teams could quickly access these (and other) concisely-communicated data points, there would be a collective move toward increasing instructional minutes for science; and it might even promote cross-site collaborations.

Stephanie set out to design and build a website to serve as a dashboard to school leaders so they could access all of that information. It has also supported our Science Curriculum & Instruction team with difficult conversations about providing students instructional minutes for science. When we can quickly access school data, comparable in whatever ways are important to the leader, and show how the differences in student outcomes almost always correlate with the number of instructional minutes provided in the elementary levels, it is hard for leaders not to make that happen for students. Sometimes just seeing that other schools actually have science in their schedule is enough to convince a leader to do the same.

We are early in the push for more K-8 science instructional time using this approach, but it has already yielded change at a handful of elementary schools this academic year. They now provide students with science instructional time, called out by name on their comprehensive calendars. Thousands of students (at a minimum) are now, and every year forward, getting more access to classroom science experiences than they were 18 months ago. The way Stephanie influenced that system-level change is the epitome of what successful and spotlightable science leadership should be. Most district, region, state, or national leaders were, at one time on their journey, an amazing classroom or school-level leader, making deep differences in individual students’ lives. As we trade that deep impact for broader influence within a system, we must figure out how to make scalable impacts for students. Stephanie has shown us all we can make those scalable, system-level changes and influence the lives of all our students. I’m impressed with Ms. Brushway’s impact and proud to work alongside her every day.

The best advice Stehanie ever received as a science education leader was to “Lead how you teach: see the end goal, break it down into steps, and then work to guide others there on their own path.” The advice she gives hungry science leaders today is “Lead the best you can each day and continue to seek out new information and skills so your best is always better than the day before.”

Submitted by:  Douglas A. Watkins Manager K-12 Science Curriculum & Instruction, Denver Public Schools

In what ways is science education leadership important to/in your organization?

At Vernier, we’re deeply committed to supporting science education leaders for a few crucial reasons. First, they help us in understanding the big picture by providing us with invaluable insights about the broader education landscape and what the needs are in terms of science solutions at the district level. This is very important for us, because it helps shape our product planning and development to meet those needs.

Science education leaders also help us learn about the larger trends happening in schools districtwide. This includes understanding which instructional strategies and technologies are improving student engagement and addressing educational challenges, such as how gaps in math knowledge are impacting readiness for science courses. Educators are facing a lot of big challenges—but that also means we have many opportunities to learn and innovate. Getting to see the comprehensive view of science education and understanding what students need for high school and postsecondary success helps us work toward our mission.

Additionally, science education leaders play a pivotal role in the successful adoption of our technology. They’re our partners in this, helping to ensure that schools and teachers have the support they need for Vernier solutions to really make a difference in the classroom. That means supporting professional development, getting teacher buy-in, and having the right methods in place to evaluate student learning outcomes. This partnership with education leaders isn’t just part of our strategy; it’s at the heart of our mission.

How does your organization support science education leaders?

First and foremost, we view our relationship with science education leaders as a partnership. We’re deeply invested in the future of STEM education, and that means supporting the leaders who shape it. We’re putting our efforts into helping current and upcoming administrators by supporting and contributing to organizations like NSELA. And it’s really a true partnership in that we give back to organizations in ways that are significant and meaningful to them—from sponsorships and speaking opportunities to inviting leaders to provide feedback on our programs and product development.

A great example of how we support science education leaders is one of our newest initiatives, the Vernier Trendsetters Community. We founded this community to encourage stronger connections and cross-learning between science educators and administrators from diverse districts—leaders representing different regions, school sizes, funding levels, and so forth. We want to create a supportive network where educational leaders can learn from each other and exchange ideas to develop innovative, impactful ways to help build the knowledge and skills of the next generation of STEM-literate citizens.

We always welcome conversations with NSELA members, so if you have questions or want to speak with us about needs in your district, please reach out to Candace Davis at cdavis@vernier.com.

Why did you want to partner with NSELA?

Our decision to partner with NSELA stems from the organization’s proven, long-standing commitment to mentoring administrators as well as its recognition of the importance of public-private partnerships. NSELA focuses on quality partnerships that help support their mission—maximizing effective science teaching in ever-changing educational landscapes—and those efforts align with many of our own values at Vernier.

That’s also why we continue our partnership through programs like the Vernier Emerging Science Education Leader Scholarship (VESELS) Award, which has supported professional growth, mentorship, and development for emerging science leaders across the country since 2017. Ultimately, we see our collaboration with NSELA as an opportunity to contribute to wider goals in enhancing science literacy.

In what ways is science education leadership important to/in your organization?

ExploreLearning was founded in 1999 by educators looking for new ways to inspire students and help them succeed with math and science. Our innovative math and science solutions are now used in classrooms in every state and over 50 countries worldwide. Our diverse team – made up of educators, developers, scientists, mathematicians, instructional and visual designers, content experts, analysts, and more – works together alongside leaders in the science education space to bring teachers and students the highest quality learning experiences.

Science4Us (grades K-2) gives students a head-start in STEM with literacy-infused modules covering Inquiry, Physical Science, Life Science, and Earth & Space Science. Gizmos (grades 3-12) help students make connections and draw conclusions through 500+ interactive, inquiry-based math and science simulations.

At ExploreLearning, we are dedicated to partnering with leaders in the science community to create real-life, rigorous content for students. The ExploreLearning Collab Crew (https://web.explorelearning.com/collab/) is a partnership program where educators help our team develop new edtech product concepts and test them in real-world classrooms. Learn more about educators' experiences, like Dr. Ann Scott's, as part of the Collab Crew: https://www.explorelearning.com/resources/success-stories/collab-crew-anna-scott

We value continuous learning from science leaders and teachers so we can better support students using our STEM products. Our team stays current in the science education space through collaboration with others at national and local conferences, membership through regional organizations, and ongoing research.

How does your organization support science education leaders?

ExploreLearning promotes professional excellence with digital STEM tools teachers and administrators can easily implement to enhance and monitor student learning. We believe science educators need relevant, ongoing professional development and content-specific training. Our robust professional development team develops and delivers on-demand and in-person training to help educators use Science4Us (https://www.science4us.com/pd) and Gizmos (https://gizmos.explorelearning.com/support/) most effectively.

We are committed to continuous research and development to support science leaders with insights and evidence-based learning experiences. Our research and Science Solutions teams work to analyze how our products impact learning and to discover ways to improve our solutions and release new content. Read more research: https://gizmos.explorelearning.com/about-gizmos/research-behind-gizmos

In 2023, the Gizmos team released three new STEM Cases (Hydrologic Cycle; Smelling in the Rain: Designing Solutions to Improve Air Quality; Sound Off, Please!: Designing Solutions to Reduce Noise Pollution). The Gizmos development team also launched a new student progress monitoring heatmap tool that allows educators to view data insights as they relate to specific science and engineering practices in addition to skills (https://www.explorelearning.com/about-us/news/stem-cases-practices-view). Additionally, a new “model builder” widget allows students to lean into the engineering design process by both designing solutions and demonstrating their understanding of problems. These innovations support science education leaders to make the most informed decisions in their classrooms and schools.

Why did you want to partner with NSELA?

ExploreLearning supports NSELA’s mission of maximizing effective science teaching and learning in an ever-changing learning environment. ExploreLearning is dedicated to PD, research, and giving educators a voice in the science education space.

We want to partner with NSELA to collaborate with science education leaders and support teachers with content customized to their expressed needs. Additionally, we would like to learn alongside others, gain access to resources, and engage with the latest trends in the larger science community. ExploreLearning is dedicated to sharing best practices, engaging in joint initiatives and research opportunities, and continuously growing.

Ring in the new year with fresh ideas and best practices to transform STEM learning. Join the ExploreLearning team in this NSELA partner webinar. Register here. 

Shana K. Benford is a true exemplar of dedication and passion in the field of STEM education. With a profound commitment to making a difference, she has mentored countless students from high school to the graduate level. Starting as an educator in 2007, she has made an impact as a Biology, Physics, and Chemistry teacher, coach, leader, university supervisor, Noyce Scholars program professor, and Teacher mentor. Her current executive leadership role, Chief Program and Impact Officer, in a national non-profit STEM organization, Project Scientist, is a testament to her unwavering drive to empower marginalized girls and integrate them into the STEM workforce. She is also committed to personal growth. Shana is completing a Doctorate in Education, Policy, Organization and Leadership at UIUC with a 4.0 average. Her former education includes a Bachelor of Science in Biology Degree from Purdue University, a Master of Science in Education and Social Policy and Secondary Science Education from Northwestern University in Evanston, IL, and Technology Specialty and Diversity and Equity in Education certificates from UIUC. Her journey and responses to the interview questions paint a vivid picture of her inspiring leadership.

Building relationships is at the heart of Shana's leadership style. Active listening and empathy are her guiding principles when connecting with colleagues and students. She believes in understanding their unique challenges and aspirations, encouraging open and honest conversations about experiences and effective collaboration.

Shana's unspoken motto for success in science leadership is that she couldn't achieve it without a dedicated and high-performing team. Leadership is a collective effort, and having a team that shares the same passion and commitment is vital for driving positive change.

Shana draws inspiration from leaders like Errika Moore, who taught her the importance of honest and constructive communication in leadership through candid feedback. She also admires Dr. Ronda Taylor Bullock, whose unwavering commitment to anti-racism work and support for others reinforces the significance of equity and inclusion in STEM education. Additionally, Sue Cusack and Nettrice Gaskins have inspired her through their innovative methods of advancing STEAM education and support for teachers and students, showcasing how creativity and innovation can drive positive change in education.

The best advice Shana received as a science leader emphasizes the importance of diversity, in STEM. This counsel underlines the necessity of fostering an environment where every individual has a genuine opportunity to contribute to the scientific community. There is tremendous untapped talent and genius all around us, we just have to ignite and engage curiosity while promoting creativity and collaboration.

For aspiring science leaders, Shana's advice is to be focused on impact over title; be unwaveringly passionate about their mission in life, dedicated to continuous learning, and resolute in their commitment to make a positive impact. Embracing and actively seeking opportunities to empower the next generation is essential for aspiring leaders.

Outside her professional life, Shana finds joy in traveling and volunteering with her husband and children. Family and Spirituality bring joy and purpose to Shana's life. These experiences provide a balance to her life and still allow her to connect with diverse communities, enriching her perspective and leadership. Understanding and relating to the people she serves is a fundamental aspect of her approach.

As the Chief Program and Impact Officer at Project Scientist, Shana's current leadership role involves strategic planning and innovation to enhance program excellence and expansion. She manages resources to empower the next generation of innovators, particularly from underserved communities across numerous program locations in the United States. In her role, she also oversees diversity, equity, inclusion, and belonging (DEIB) efforts and ensures equitable policy implementation.

In this role, she takes immense pride in making a national impact on students and educators. Through Project Scientist's efforts, they have had the privilege of serving students who can genuinely benefit from their work. This expansion and its positive impact on underserved communities are a testament to their commitment to advancing STEM equity on a national scale.